Confronting the CHEATING Epidemic. Part TWO: Staying the Course

When I wrote “Confronting the CHEATING Epidemic. Part ONE: Starting the Conversation,” I was frustrated and disappointed. I had just sent home a letter to all of my students’ families. (See the letter in the Part ONE blog).

Since that time, I have been talking openly with my students about cheating. I have also moderated a Twitter Chat with my colleagues: @CowetaEducatorChat #CowetaEdChat. The chat is archived and can be found at: http://t.co/EHCTFYndXo (Thanks, Rainy Johnson!)

After digesting the information I have collected, I can share SIX POINTS that will reduce the cheating that takes place in our classrooms.

1) TALK ABOUT CHEATING. Once you meet your students, at the beginning of the semester or the school year, you need to start a conversation about cheating. It may seem negative, but it is necessary. It is like practicing fire alarms and code yellow drills. My instinct is NOT to talk about the negative issues, but GOOD teachers must address BAD things if it is something that will promote safety or ethical behavior. That is our job.

2) USE PRACTICAL PROCEDURES. Use different test versions. Separate kids during testing and have them use cover sheets/dividers. Have students write their names on the tests, even when it is a class set. (If they have a “B” test, you can verify that and they can’t claim to have had an “A” test, the same version as their neighbor.) For research papers, there are apps and programs available to check for plagiarism. Have students do their writing in class so you can monitor them. Take their phones away during testing. Talk to your teacher friends about what they do – we have come up with ways to stop the clever tactics.

3) USE PREVENTATIVE MEASURES. Offer some tests or assignments in which students are allowed to work together or use their notes and textbooks. Many times, we don’t consider how valuable it is for students to work with a partner on a test because they TALK about the material when it is a test grade. Some SERIOUS learning often takes place during a partner test. Many students, unfortunately, won’t crack open their notes unless it is an OPEN-NOTE test or quiz. Again, serious learning often takes place during an open-note quiz.

4) EVALUATE HOW YOU SET UP THE GRADEBOOK. Giving plenty of formative assessment before a big summative assessment takes the pressure off of the BIG test. Having plenty of grades in the gradebook allows students to have some low grades and remove the fear of one bad score tanking the grade. Also, allow students to correct bad grades. If they miss questions on a test, have them reevaluate those questions and explain what they did wrong OR explain how to find the right answers. This process is not only valuable in repairing bad grades but (more importantly) helps students achieve mastery of content.

5) STAY VIGILANT. Students will always need supervision. No matter how much we want to trust each one of our students, we need to watch them. THEY need to know that we are watching…because they need to know how important it is for them to stay honest. Eventually you will find someone who isn’t follow the honor code, and you will confront the issue. Not allowing dishonesty and confronting the situation sets the expectations for your students that cheating is not allowed in any manner.

6) KEEP TALKING. Keep having open and casual conversations about cheating. Have conversations about how they could do an assignment without cheating and still maintain their grades. Many times, cheating is a result of feeling overwhelmed or due to a lack of confidence. Often, students cheat because they assume their friends know more than they do, and they may copy someone’s wrong answers. Assuring students that they are capable of doing well is part of the conversation.

Listen carefully. Kids need to feel open enough to tell you about things they are doing in other classes; they will let down their guard and tell you WHY they are doing these things. Don’t be too judgmental or too harsh. They need to feel SAFE enough to talk, and they need to feel like you CARE as you explain to them how to be their most honest selves.

Confronting the CHEATING Epidemic. Part ONE: Starting the Conversation

Collaborative Educators, including myself, like to focus energy on the positive, joyful aspects of teaching and learning. And there are so many exciting adventures in which we can immerse ourselves. Teachers do get discouraged, however, and instead of ignoring the negative, we must decide to fix what’s wrong. So, we need to address and analyze what’s wrong. That doesn’t sound fun, especially now as April moves quickly on toward May, and teachers, I mean students, get antsy for summer vacation.

I have confronted cheating incidents in my classroom, and it is never pleasant. I continuously monitor students for cheating, of course, so I have to think about it regularly. I don’t like thinking about negative things, but I must.  Cheating makes me angry, and when I am angry I am not as compassionate and optimistic as I would like to be. My anger affects my students’ attitudes as well as my own mindset. Instead of dwelling in this anger and frustration, I realize it is time to take action. Yes – Take Action.

The first step requires that we have a conversation about cheating. Cheating is ugly, and talking about cheating is even uglier. It is ugly because we have to speak to people about the fact that they, their friends, or even their children, have been dishonest and untruthful. We are not talking about making bad grades; that’s an easy conversation. We are claiming that our students are damaging their own character and reputation. We are implying that their morals and values are low or wrong. We have to look people in the eye and tell them something that hurts, and then we must watch their reaction as they process the ugly truth.

I have written a letter to send home to my students’ parents. I will discuss the issue thoroughly with my students, of course, but their families need to be aware of the impact of cheating, so the communication is vital to changing things.

BELOW is the LETTER for my students and their families. Let me know what you think. In my next post I will address simple ways to prevent cheating….

————————————————————————————————————————-

Cheating: Its Growth & Impact on Education

Cheating has become a “normal” part of life for many students. Cheating can have serious consequences and can damage character, reputation, and self-worth. As evidenced in the Atlanta Public Schools (APS) cheating scandal, cheating can become a group effort, it can become a way of doing things, and it can seem acceptable because “everyone” is doing it. The cheaters in the APS scandal are now facing up to 20 years of jail time for something they thought was “okay” at the time they were committing the crime.

Teachers know that cheating is common, and even though a student might not get “caught”, and the teacher may not have full proof of student actions, teachers are generally aware of intentions. Just because the teacher does not “accuse” you of cheating or speak to you about it does not mean it is acceptable. Cheating has become common enough that there is a way to notify parents of student cheating in Infinite Campus.

There are many forms of cheating. Some of the most common include:

  • Taking photos of your work and sending it to others electronically
  • Looking at photos of other students’ work
  • Taking photos of the teacher’s answer keys or teacher’s book
  • Finding the assignment online and using it to “check” your answers
  • Texting other people answers (or any form of electronic communication)
  • Using a paper cheat sheet (this is fairly outdated but still exists in some 21st Century classrooms)
  • Having helpful hints written on the desk or your hand
  • Whispering among your classmates to make sure you understand the question
  • Writing that you have a test version “A” when you really have a test version “B” (the version that your neighbor / classmate has)
  • Copying and pasting another student’s work
  • Copying and pasting any information from the internet or an electronic document
  • Allowing people to look at your quiz or test
  • Copying other students’ paper from the turn-in bin / basket
  • Copying other students’ paper before classmates turn it in.
    (Discussing an assignment or teaching someone before it is turned in may be acceptable if it is not a quiz or test. It depends on the instructions, and the teacher should make it clear if you are allowed to discuss it.)
  • Saving work from one semester to give or sell to students in the following semester.
  • Saving work from one block to give or sell to students in the following block.
  • Looking at another student’s paper and copying their work.
  • Allowing another student to look at your paper to copy your work.
  • Allowing another student to use your work in any of the situations listed above

If a teacher finds that you have participated in any of these actions, you will receive a zero for the assignment.

Cheating is actually devaluing your education. Because of cheating, teachers need to spend more time creating new projects & assignments, conferencing with parents, assigning zeros and then working with students who are upset they got zeros.

Teachers, therefore, spend less time creating new, exciting lessons and writing grants to purchase cool new equipment for the classroom. Their positive energy is diminished and replaced with negative attitudes toward the population of students who are cheating. Disappointed teachers may teach less effectively to the entire class based on the actions of the cheating students.

Government and private enterprise (business) employers are now seeing the result of student cheating. They have voiced complaints that young employees do not learn and comprehend well. Many students are less capable of retaining information because they simply are not developing their study skills.

What are your views on cheating? (don’t answer on paper….this is just something to think about)
a) Do you cheat occasionally?
b) Do you cheat only if you didn’t have time to study?

  1. Do you think cheating is okay?
  2. Do you not consider some of the points listed on the previous page to be cheating?
  3. Do you think that cheating is okay if someone is copying your work? (i.e., you are just sharing)
  4. Do you think cheating is okay if the teacher doesn’t catch you?
  5. Are you bored with this document because it is wasting valuable cheating time?
  6. Do you feel bad that you have cheated?
  7. Do you think cheating is okay because your family expects you to make good grades?

We need to STOP the cheating cycle. The purpose of your education is for you to LEARN, to analyze, to process information, and to create quality work. Students and teachers need to work together to increase the value of YOUR education.

If you see cheating, let your teacher know. Your name will not be revealed…it’s all confidential.

You need to choose not to cheat from this point forward. If you have never cheated, WAY TO GO!!!! You are the kind of student that makes it great to teach young people in America!

If you have participated in cheating, and you decide that you think it is the wrong thing to do, then simply make the decision NOT to cheat from this point forward. Teachers will really appreciate this commitment from you because it reflects strong character and a trustworthy reputation.

Honestly yours,

Mrs. Milam

GSTA Presentation: STEM Teacher Leadership

Today I have the opportunity to present for the Georgia Science Teachers Association an overview of the strategies needed to become an effective STEM teacher leader within your school.

See the entire presentation at: https://www.haikudeck.com/p/dZXilAgu8t/stem-teacher-leadership

GSTA.STEM Teacher Leadership Milam (.pdf)

GSTA.STEM-Teacher-Leadership-Milam (.ppt)

aaa11 222

Day Ten: Random Lists – 5,4,3,2,1

Learn this, Know this, and LIVE this. You know who you are. Start counting your own blessings instead of (making me feel guilty for) mine.

5 Random Facts about me:

1) My biological father and his family traveled to the U.S. from Cuba to escape Fidel Castro. My last name is no longer Villanueva, and my parents didn’t stay married for long, so it always surprises people that I am Hispanic. Plus, my stepdad is from Pittsburgh, and people always see a resemblance between the two of us.

2) I used to travel to Southwest Harbor, Maine in the summers to visit my aunt and uncle. The smell of evergreen and blueberry bushes bring back great memories for me.

3) I have lived in Greenville, South Carolina – Dothan, Alabama – and Houston, Texas. I am back home in Georgia now.

4) I learned to water ski when I was 40. Probably the biggest “fear” I have overcome.

5) My husband has completed 3 Ironman Triathlons: one in Panama City Beach, FL, another in Coeur d’Alene, Idaho, and the third in Madison, Wisconsin.

4 Bucket List Items. I would like to do the following:

1) hike part of the Appalachian trail

2) travel in Europe

3) take an Alaskan cruise

4) be a published author

3 Things I hope for this year:

1) to be more organized at school (which results in wasted time)

2) to balance my time more efficiently

3) to be kind to my students (even when I am frazzled)

2 Things that have made me laugh or cry as a teacher:

1) The last day that our seniors attend school in May is a bittersweet day for me and always leaves me in tears.

2) Last year an AP Chemistry student (who is dear to me) answered an FRQ (Free response question), and in her answer she made an analogy between chemical kinetics and teen pregnancy. She made the statement that the molecules in chemical reactions are like high schoolers with raging hormones. They just can’t wait, and just like the chemical reaction takes place, teen pregnancy results. I couldn’t figure out if she got the answer right or not, because the rubric failed me at that point. We all laughed really hard at this, and I am sure that I saved her paper.

1 thing I wish that more people knew about me….

I am working on writing a young adult novel about a group of teens who have unique challenges and secrets but work together to solve a series of crimes using their STEM skills. It is still awkward for me to discuss because it is such a new adventure. Kind of like when you get married and you find yourself talking about your “husband” when it is still such a new part of life. The best part of this work is that it’s so intertwined with everything I love to do: hang out with teenagers and talk about STEM. (Plus it’s on my bucket list!)

Day Nine: My Biggest Teaching Accomplishment – Finding My Most Powerful Tool

I may be a bit naive, but about once every few weeks I decide that I have just completed the best lesson of all time. I am so thrilled with myself that I run next door to any of my available colleagues and tell them that I have just taught the perfect lesson. They say, “That’s great, Martha. I can’t wait to hear more about it,” and go back to their work, knowing that I get a little overly excited sometimes. So, I have mini-teaching breakthroughs that happen regularly enough to keep me motivated and looking for new and fresh techniques.

BUT – there is something that I can say is my ONE best accomplishment – and it’s huge. It is classroom management. I must make this clear: things are certainly not perfect in my classroom, and I don’t have one hundred percent control at all times, but everything runs pretty smoothly these days.

Discipline is not my specialty. I would rather sharpen pencils all day long than discuss rules and procedures with eye-rolling teenagers. But, teaching an unruly classroom is just as effective as taking notes with a broken pencil tip. So, a well-managed classroom is a must for any of us who want to teach kids well.

After an evaluation one time I decided that I needed to be tougher on the kids – firmer, stricter, more demanding and less friendly…. I tried hard for a few days, but it just wasn’t my style, and I couldn’t keep up being Mrs. Mean.

I had two classroom management issues. First, I couldn’t get the class quiet in order to give instructions and teach a lesson. Second, I used to have students that didn’t like me and that wanted to argue with me. Those students, and their negative attitudes, occupied too much of my time, and it made me neglect the students who were eager to learn.

I have figured out that it’s not just “experience” that improved things, but it was a change in my relationship with the students.

At the beginning of each semester I started to figure out which students came in to the classroom with issues and would become my “problem” students. I learned to “stereotype” them – not by race, gender, or academic talent, but I could stereotype them according to their attitudes. I learned to treat the negative, sinister, teacher-defying scowls with “cool” compassion. I am not overly ooey gooey with them, but I become interested in their lives – their families, their jobs, their friends, their music, whatever I could find to discuss with them. I love doing this, and some of these kids have fascinating stories and are eager to have someone who is interested in them. People feel valued when we are asked for information that is specific to us. It doesn’t take much time to ask those questions; I am not having lengthy conversations while I am helping the students with their work. How many seconds does it take to ask “How is your Mom’s job going?” Just a couple, right? It’s worth the time.

I also avoid sarcasm. I used to think that it was fun to make sarcastic comments, and I know that some teachers are able to do this effectively, but it can yield a negative tone. We laugh and have fun with one another, but sarcasm isn’t part of the humor toolbag anymore.

Calling students by name, however, is my most powerful tool. Using someone’s name, and even better, giving them a nickname, makes students feel special. I have students who visit me after they have graduated or been out of my class for a while, and they come back and wait for me to call them “Al Pal”, “Kay Kay”, “Bobby C.”, or whatever name I had come up with for them. Often I use their first and last name together.

Think about what it feels like to hear the sound of YOUR first and last name together – not when you are in trouble, but as a greeting. It makes you feel important, even famous.

Some people will say that they are not good with names. Well, we are teachers. We need to be good with names. We are in the business of public relations, and the “inability” to know names is equivalent to wearing your pajamas to work. Knowing names comes fairly easy to me; I am lucky. However, I work pretty hard at it at the beginning of the year. I take notes and memorize names and people – just like students memorize the preamble to the Constitution. I practice until I get it right.

Because my students know that I value them, they listen to me when I ask them to be quiet while I am speaking (or while someone else is). I rarely have a”problem” student, and when I do, I end the negative relationship pretty quickly

Like I said, it’s not perfect – some days are better than others in terms of classroom management, but I finally feel like I am in control and have set a positive tone for the classroom.

So, dear Teacher Friend, best wishes to all of us as we work to manage our classrooms everyday.

Rita Pierson, a Lifelong Educator, gives a really powerful message on the importance of building relationships. It is a MUST-SEE!

Capture

Day Seven: Who Inspires Me the Most? Reminiscing my days at Lakeside High School in the ’80’s

7135b8f8927879148b061764e3613c4b

For those of us in my profession, I think that it is comical yet strange that WE ARE STILL IN HIGH SCHOOL. There is a transition from being a student to a teacher, and while there is a vast difference in those two periods, we think often about our own days as high school students. Probably with much more frequency than non-teachers do.

From my former life as a high school student, here is a list of my favorite teachers and WHY they made a difference:

Ms. Diane Loring (English) – Her sharp wit and sly (but loving) smile was so fun. I enjoyed trying to figure out if she was telling the truth or not. Her tall tales kept me wondering…. I loved English, and I still do.

Ms. Mary Shelfer (English) – She and Ms. Loring were best friends, and I learned the value of strong relationships in the workplace. I also read great literature. She introduced me to my favorite book, “To Kill a Mockingbird”, and to the great acting of Jack Nicholson in “One Flew Over the Cuckoo’s Nest”.

Ms. Charleanne Pugh (Biology) – She was the most bubbly, spunky teacher I had. I loved asking questions and kept my hand raised because I loved having conversation with her. She never tired of all my questions and filled me with knowledge.

Ms. Joann Williams (AP Chemistry) – She showed dedication to teaching such a challenging subject , and her attention to detail in working problems was impressive. I ran into her recently at church with my parents, and while I spoke to her I knew that she wouldn’t understand how often I think about her.

Mr. Ralph Voris (Trigonometry & AP Calculus) – He was one of the quietest, most stoical men I have met, and his interest in teaching nutty high school kids intrigued me. He was filled with wisdom, and his motivational quotes in the top corner of the board were a window to his non-calculus thoughts. Those quotes are written down in a faded notebook that smells of old paper. I also discovered that the reward of learning something intensely difficult would prove greater than the temporary pain of the 2nd period stress-induced headaches.

Mr. Robert Koff (Math) – He was lively, kooky, and nerdy, and he was passionate about teaching us math. He ran around the room answering our questions, and he was the opposite of Mr. Voris. Teaching high school seemed like the perfect fit for him. (Kooky and nerdy are all GOOD things in my book, btw). One time I inadvertently wrote my last name wrong – I wrote the last name of my rock star crush. He quietly asked me if I had changed my name – out of concern for any changes in my family status. I was embarrassed, needless to say, and told him that everything at home was the same.

Coach Phil Lindsey (Health, PE) – He taught me to understand the importance of nutrition and how I am ultimately responsible for my own health. He taught me the enjoyment of walking and running. Although I can’t estimate distances in feet or yards at all, I know EXACTLY what it feels like to walk (or even drive) 1/4, 1/2 or 1 mile because of all those laps around the track. He was head coach of the football team, but he made me, a small, soft-spoken fourteen year old girl, feel equally as important as as the touchdown-scoring, rowdy football players that were featured in the Atlanta Journal-Constitution every week.

Ms. Evelyn Brady (Spanish) – She told us funny stories of her crazy life. One story I remember was the time she bought a new Volkswagen bug, but before she drove off the dealership lot the salesman had to teach her to drive a stick shift. He probably regretted making the sale. She owned a big pet snake (a boa?) which always brought interesting stories as well. There was always a student who was getting on her last nerve, and with her exaggeration and big emotion, she could have been a standup comedian. Lucky for us, she was a Spanish teacher.

Ms. Diane McKinney (Chemistry) – She was famous for her molecule dance, and her high energy level kept everyone engaged. She laughed a lot and loved being outdoors. We used bunsen burners and created formal lab reports in composition books. I learned why scientists use pen, not pencil, for recording data, and I still  treasure my composition book from tenth grade.

Mr. Bill Driskell (World History) – Wow! There is so much to say here. Mr. Driskell created nicknames for us. He called me Miss Newhouse because of my last name, Villanueva (which means New House). I loved that. I was special enough to earn a nickname. Our class ate lunch together and had a longer period (due to the class being split with driver’s ed which was taught in Norcross). Because of our extended time he would sit and play games with us during lunch or participate in our teenage conversations. He talked about his family; he was silly, goofy, and way too much fun! He was so expressive and could have rivaled Mrs. Brady for being a standup comedian. Plaid pants and bow ties showed up frequently in his wardrobe.

The best part of the story is that Mr. Driskell’s son was Ken Milam’s roommate at the Sigma Nu fraternity house at Georgia Tech in 1991. Had it not been for Logan Driskell, I would have never met the man who is now my husband. I saw Mr. Driskell not too long ago and told him that I have been teaching high school in Coweta County. His face lit up, and a big smile, filled with years of memories, beamed across his face. “Isn’t it fun?!“, he asked.

Yes, it is fun. There is no other job that I could enjoy as much as this one.

Not only did our teachers contribute so much to all of us who graduated in the 80’s, but their passion for teaching kids lives on through those of us who have filled their shoes….

Thanking you is not enough, but Thank You.

Photo Oct 05, 7 49 01 PMPhoto Oct 05, 7 54 58 PMPhoto Oct 05, 8 16 51 PM  Photo Oct 05, 7 49 49 PMPhoto Oct 05, 7 53 24 PM   Photo Oct 05, 7 45 56 PM   Photo Oct 05, 8 12 00 PMPhoto Oct 05, 7 47 29 PMPhoto Oct 05, 7 46 42 PMPhoto Oct 05, 7 48 52 PMPhoto Oct 05, 8 08 39 PMPhoto Oct 05, 7 57 00 PMPhoto Oct 05, 7 51 29 PMPhoto Oct 05, 7 51 12 PMPhoto Oct 05, 7 57 43 PMPhoto Oct 05, 8 13 41 PM   Photo Oct 05, 7 51 43 PM

Day Four: The TWO Things I Love Most About Teaching

I LOVE teaching. There are specifically 2 reasons that I enjoy my job.

1) STEM Career Coaching

My grandmother used to talk to her grown children frequently about their jobs. Of course she was concerned about family, kids, home, but career has always been important to my family. It’s genetic. You spend SO much time working. Not just the everyday, but across your entire life. It is important to have a fulfilling, enjoyable career because it is a huge part of life.

Many of our students don’t have someone who know much about the STEM in their careers, so I enjoy helping my students think about their options. Careers that require STEM include: doctor, electrician, cosmetologist, radiology assistant, auto mechanic, farmer, graphic designer, photographer, engineer, chef, builder, athletic trainer,…. You get the idea. Everyone uses STEM!

The students who take the hard core STEM jobs …I teach them in AP Chemistry, coach them in science Olympiad, or guide them to become a STEM intern with a local business. If they can narrow their focus in high school, they can get a head start on where to concentrate when they get to college.

2) I love high school kids. I can have regular conversations with them like I would with other adults, BUT high school kids like to have a bit more fun than adults do. And so do I. I like goofing off and being silly, and that works well in the classroom. I just read a great blog post by Heather Hollands and Amy Latinen, and Heather mentioned wanting to “engage all students” this year as one of her goals. Goofing off (in the right context) while teaching chemistry is my way of engaging students. They tend to stay focused a bit more because they don’t want to miss anything.

There is definitely more that I love about teaching, but this will be enough for now…..

@marthavmilam

Teachers Who Love Teaching Quote Back To School Quotes For Teachers

Day Three: Teacher Evaluation Goal – Including Differentiation in My Lesson Plans (& why I DON’T want to do it!)

I will have to say that the part of our TKES (Teacher Keys Effectiveness System) in which I am weakest is DIFFERENTIATION. I don’t PLAN it into my lesson plans like I need to do for the teacher evaluation process.

After reading a little bit on the subject, it seems that there are three terms: Differentiation, Personalized Learning, and Individualization of Learning. I personally don’t have an interest in spending much time “differentiating” among these three, but I will discuss them because it is an interesting concept. “Personalization” is not something that teachers can provide – it’s what those of us who are reading this blog are doing: directing our own learning. I do encourage students to do such, however.

I realize that I am a long way from documentation of individualized learning. I work about ten hours a day, I never get my daily goals completely accomplished, and I don’t do a good job of differentiating in my lesson plans. That being said, individualization is not on my radar as a “planned” goal. I already give up here.

Now – do I DO individualized learning with students? Of course! Most teachers do….We see how or why a student is struggling OR why he/she is so far advanced, and we create an explanation or a question specifically for that student. That is individualized teaching (learning?-doesn’t matter what you call it in my opinion). Am I going to spend time to put that in my lesson plans? No.

Do I differentiate? Of course – same as above. Most teachers do. Is it important to put that in my lesson plans? Not in my opinion, but that’s because I know I am doing it – so documenting becomes is a burdensome task. I suppose that with 150 teachers at our school it needs to be documented somewhere in case someone might possibly want to see it. Although I hope that I do the right things most days, I know that others may be falling short and that documentation should be required.

It’s only my third blog, but it’s already time for me to reveal that I am not a fan of educational drama. I know that those outside the classroom love to research the latest and greatest things that those of us in the classroom should be doing, but to me good teaching is just a combination of “teacher sense”, professionalism, loving kids, content knowledge…and enough sleep.

Back to the goal. I WILL include differentiation in my lesson plans – and the best part of this is that I work with a great team of peers and a supportive administration. We will work together to accomplish this task so that I can get a check mark on my teacher evaluation. And so that I can go to sleep at night.

@marthavmilam

Top Educational Quote Posters for your Classroom ~ Educational Technology and Mobile Learning  Re-Pinned by Penina Penina Rybak MA/CCC-SLP, TSHH CEO Socially Speaking LLC YouTube: socialslp Facebook: Socially Speaking LLC www.SociallySpeakingLLC.com Socially Speaking™ App for iPad:  http://itunes.apple.com/us/app/socially-speaking-app-for/id525439016?mt=8

The 30 Day Blog of a High School Science Teacher

I am taking the challenge. Not the ice bucket challenge, but the blogging challenge. Apparently September is Reflective Teacher Month at TeachThought, an innovative teaching organization that inspires me via a Twitter feed. I would like to blog as a science teacher, but I don’t have a clear direction on creating material. Thank you to @teachthought for posting 30 days worth of blogging ideas. I am ready to start! Stay tuned for Monday, September 1…. #reflectiveteacher

@marthavmilam

wpid-wp-1409361558351.jpeg“We are our stories. We compress years of experience, thought, and emotion into a few compact narratives that we convey to others and tell ourselves…”—Daniel Pink, A Whole New Mind
Blogger Challenge Badge 2014.png